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Relevant bibliographies by topics / Playing video games

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Academic literature on the topic 'Playing video games'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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Journal articles on the topic "Playing video games"

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Ćwil, Małgorzata, and William T. Howe. "Cross-Cultural Analysis of Gamer Identity: A Comparison of the United States and Poland." Simulation & Gaming 51, no. 6 (2020): 785–801. http://dx.doi.org/10.1177/1046878120945735.

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Who is a gamer? What kind of people are perceived to be gamers? And finally – who perceives themselves as a gamer? In this article the authors attempt to answer these three questions from a multinational perspective. Background. Games are nowadays one of the most frequently encountered forms of entertainment and constitute an ever-increasing part of many people’s day-to-day lives. With the rising popularity of video games, there is a need to conduct a research concerning gamer identity and to find out who perceives themselves as a gamer. The aim of this study is to compare the results of the survey conducted in two different countries to better understand the characteristics of players that self-identified as gamers. Methods. The quantitative study was conducted in two countries – Poland and the United States – in order to research gamer identity. The questionnaire consisted of questions about the self-identification as a gamer, time spent playing video games, types of games played, and the platforms used. It was conducted among 223 students who play video games. Results. The results show that there are both similarities and differences in the meaning of gamer identity between Poland and the United States. People who consider themselves gamers generally spend more time playing games than non-gamers regardless of the country. However, some differences can be spotted between Poland and the U.S. concerning among others types of games played, used platforms or different styles of playing video games. Limitations and further research. The main problem in the study was the limited age range in the sample. In the future it seems valuable to include people of different age groups to broaden the study of self-identified gamer identity.

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Lee, Chiawen, Kirk Damon Aiken, and Huang Chia Hung. "Effects of College Students' Video Gaming Behavior on Self-Concept Clarity and Flow." Social Behavior and Personality: an international journal 40, no. 4 (2012): 673–79. http://dx.doi.org/10.2224/sbp.2012.40.4.673.

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We explored time spent playing and other video gamer behavior in relation to the psychological constructs of self-concept clarity and flow. Survey data were collected from a paper-and-pencil survey of a student sample from a university in northwestern United States. We found that compared with gamers with high self-concept clarity, gamers with low self-concept clarity spent more time playing video games. Furthermore, flow was positively associated with time spent playing. Gamers who spent more time playing reported more flow experiences. This research contributes to understanding of the relationship between gamer psychologies and gaming behavior amongst college students.

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Su, Nathan N. "Single and Multiplayer Video Gamers: Looking at Their Experiences and Psychosocial Well-Being During the COVID-19 Pandemic." International Journal of Psychological Studies 13, no. 4 (2021): 51. http://dx.doi.org/10.5539/ijps.v13n4p51.

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The COVID-19 pandemic has impacted our lives in many different ways. One significant impact on daily life was the increased indoor time due to quarantine measures. Data collected suggests video games have become more popular than ever during these unprecedented times (Epstein, 2020). This study aims to explore the experiences and psychosocial well-being of individuals who played single and multiplayer video games during the pandemic. Data was collected through a questionnaire distributed to multiple online communities and forums from June 28th to July 29th, 2021. The total collected responses were n=260. 132 participants identified themselves as playing mostly single-player video games and 128 identified themselves as playing mostly multiplayer games. The results show during the pandemic individuals spent more time playing both types of video games. Motivations for playing single-player games trended towards decreasing anxiety and stress, and avoiding real life, whereas multiplayer motivations tended to trend towards socialization rather than decreasing stress or anxiety. During the pandemic, 40-50% of single and multiplayer gamers indicated decreased mental health. However, both types of players reported improvement in mental and social well-being while playing video games. More multiplayer gamers reported improved social well-being while playing compared to single-player gamers. The survey respondents tended to report having more positive experiences with single-player and multiplayer video games during the pandemic. Results presented video games as a way for individuals to socialize or decrease stress and anxiety. In addition, the comparison between the two types of gamers revealed that single-player respondents tended to play for relaxation, stress reduction, and perhaps improvement in mental health, while multiplayer gamers play to increase social interaction and improve social well-being. Further research is needed to explore the long-term effects of video games during the pandemic after everyone has returned to a pre-pandemic state.

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Desainte-Catherine, Myriam, Gyorgy Kurtag, Sylvain Marchand, Catherine Semal, and Pierre Hanna. "Playing with sounds as playing video games." Computers in Entertainment 2, no. 2 (2004): 16. http://dx.doi.org/10.1145/1008213.1008239.

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Pampi, Mudang, and Md Asghar. "A Blur Line Between Hobby and Addiction: Online Video Gaming Among the Youth of Arunachal Pradesh." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 21, no. 1 (2021): 116–24. http://dx.doi.org/10.1177/0972558x21994249.

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Online video games have become more popular among the youth and young adults in the past decade. These games are exceedingly addictive. The youths and young adults engage many hours of their day playing these games. This article is an attempt to understand the players’ perceptions and reasons for spending hours playing it. This article also explores the factors responsible for the growth of video games as a trending popular culture. The current study examines the impact of excessive gameplay on a gamers’ life as a whole. This study found out that graphics, gameplay, and story line of a gameplay play a vital role in the popularity of a particular game. It is the extra-realistic gaming experience that online games offer, which makes it so addictive. It is also revealed that players felt socially stigmatized for being a gamer since playing video games is not a socially accepted form of a hobby in Arunachal Pradesh unlike in some parts of the world. Basically, this article focuses on the insights of players about their experience as an insider in this gaming culture.

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Malek, Andrej, Marjan Ninčević, and Dunja Jurić Vukelić. "The Role of Playing Video Games on School Achievement." Communication Management Review 03, no. 02 (2019): 54–71. http://dx.doi.org/10.22522/cmr20180234.

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Horoszkiewicz, Krzysztof, Bartosz Horoszkiewicz, and Grzegorz Załęski. "Psychomotor performance in video games." Journal of Education, Health and Sport 12, no. 7 (2022): 667–82. http://dx.doi.org/10.12775/jehs.2022.12.07.067.

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Introduction: Interactive electronic games allow to access virtual environments and interact using a computer or TV screen. Anyone who has played a video game, or seen others playing, is aware of the importance of reaction speed and eye-hand coordination skills. Objective: To determine the differences in psychomotor performance between professional gamers and amateurs. Material and Methods: A total of 62 gamers took part in the study, including 31 people - professional video game users who had participated in e-tournaments in the last month (age: M = 20.6, SD = 6.3) and 31 people who did not play video games or played very rarely (they declared that they did not participate in e-sports tournaments), who constituted the control group (age: M = 17.9, SD = 5.4). Integrated computer SDP-System with an executive module for stimulus generation and reception was used to assess psychomotor performance. Results: Professional gamers have higher psychomotor skills than amateurs. They reveal better results for fast thinking, motor reactions, perception, attention, and working memory. Conclusion:  Playing video games has a positive impact on players' psychomotor performance and can promote improvements in elementary cognitive functions. Key words: video-games; e-sport; psychomotor performance; cognitive functions    

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Suliswati, Suliswati, and Indriana Rakhmawati. "Hubungan Kebiasaan Bermain Video Game dengan Perkembangan Sosial Anak Sekolah Dasar (SD)." JKEP 3, no. 1 (2018): 66–80. http://dx.doi.org/10.32668/jkep.v3i1.202.

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The negative impact of playing video games can cause addiction, which affects the lack of socialization of children with peers. This study aims to determine the relationship between the habit of playing video games and the social development of elementary school children. The research design was crossectional. The research sample was 92 elementary school students in grades 4, 5 and 6. Sampling was done randomly. The results showed a significant relationship between the habit of playing video games with social development which included: length of play time 1.5 hours (p = 0.048), more than 2 hours (p = 0.048), playing game every day (p = 0.017), playing game every weekend (p = 0.013), and age of respondents (p = 0.019). Playing video games for 1.5 -> 2 hours has a very dominant relationship with the social development of elementary school children with an OR of 6.995. This showed that elementary school children who play video games for 1.5 -> 2 hours have a tendency to lack social achievement of 6 to 7 times. The conclusion is the length of the habit of playing video games which includes; the duration of playing video game of 1.5 -> 2 hours, the frequency of playing every week and every weekend, the age of elementary school children at elementry school has an impact on the lack of social development of children. Monitoring of parents on the habits of children playing video games must be done.

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Granic, Isabela, Adam Lobel, and Rutger C. M. E. Engels. "The benefits of playing video games." American Psychologist 69, no. 1 (2014): 66–78. http://dx.doi.org/10.1037/a0034857.

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Donohue, S. E., M. G. Woldorff, and S. R. Mitroff. "Multisensory benefits of playing video games." Journal of Vision 9, no. 8 (2010): 720. http://dx.doi.org/10.1167/9.8.720.

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Dissertations / Theses on the topic "Playing video games"

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Rutherford, Kevin J. "Playing/Writing: Connecting Video Games, Learning, and Composition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281125116.

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Brorsson, David. "Training attention with video games : How playing and training with video games impact attentional networks." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19464.

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Video games as an entertainment form are very popular. Understanding what video games do to us in a long-term and short-term manner is therefore of interest. Attention is a widely studied field and research into how attentional networks are affected by video is a research field on the rise. Here, I will be investigating how video game play affects our attentional networks and if it is possible for elderly individuals to train their attentional networks with video games. Video game players have high performance in reaction time and accuracy in different attentional, working memory, and cognitive control tasks. As the difficulty of video games increase video game players seem to more efficiently utilize their attentional networks. Whilst some articles cannot replicate findings in other articles this irregularity might be explained with by level of difficulty or load during task performance. Studies see group differences only when the task difficulty is high. Therefore, an important part of video game research is to find an effective and replicable standard for video game research. Measuring video game play with EEG shows that players better can forgo distracting stimuli in central and peripheral view and discriminating stimuli giving video game players more confidence when making decisions. Video game players also seem to have more efficient processes and functional connectivity in attentional networks but utilizing these networks more as non-video game players as mental load increases. Not only does video game players have more efficient attentional networks, but attentional benefits from video games is also something that can be trained with those who do not play video games. Suggesting that older individuals can utilize video games to train attentional networks.

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Ahmed, Usman, and Inam Ullah. "Video Games Addiction : POSITIVE AND NEGATIVE EFFECTS OF PLAYING VIDEO GAMES ON YOUTH AND CHILDREN." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17237.

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Mankind has developed a lot in the field of Information Technology (IT), Computer Science and Media entertainment. Video games are also the most popular form of media entertainment and gaming environment. It has been popular long before the new generation video games idea was ever thought by the video game designers. Through our research we tried to investigate the positive and negative effects of video games on youth and children. This form of entertainment is more designed attracted among the people, due to the high sophisticated music and environment, which catches every eye. We not only analyzed the previous attempts in this area, but also tried to add some contribution to it. The excessive use of video games makes it more damaging effects on a young mind. Parents and teachers should keep a check on youngsters, and also the companies who design such violent games should keep in account that, what they show through these video games must have some logical or educational value. Many children and youngsters we found through our survey like to play video games because they do not have any other entertaining options. Violent video games are the most appreciated one among children and young people because of the detailed high quality graphics, more realistic images, use of artificial intelligence, complex game strategies, intelligent game inference engines and human-machine interaction. Parents should keep check on their children and select such video games for them which teach their children some useful things and beneficial for them in studies and near future. The teachers in school should also talk more about the advantages of educative games or physical games to develop the young minds more professional and realistic, rather than creating fantasy and fake imaginations. Our survey and research showed us that due to the high attraction of the video games, positive and negative effects are going side by side. Many youth and children do not take the video games seriously and just play them as any another game, while some video game players have disturbed their studies and health by playing the video games for many hours. Many children and young generation denied calling it as an addiction or bad habit. If violence and killing a life is entertainment then human beings will consider it, as a fun and modern society cannot be defined as civilized. This is what we found from our research and survey.<br>Program: Magisterutbildning i informatik

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Stanko, John. "Playing to Learn." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1512.

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This creative project explores some major issues about visual communication in digital games. The project will continue to address new questions and invite questions from my visual and communication design colleagues. My hope is that, through this document, designers will see digital games like photography was seen around the turn of the century, and movies in the 1950's and 60's. In other words, as a rich new medium that offers creative people a virtually unexplored environment in which to work and create.

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Freeman, Lucas Jerome. "Alchemically, an Educational Role-Playing Game." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89252.

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Alchemically is an educational role-playing game that functions as a classroom aid for boosting middle school and high school students' memorization of molecular formulas and molecule's attributes. The game implements several diverse teaching methodologies, including trial and error, practice and feedback, and the presentation of information from audio and visual cues. It also motivates students to continue learning through both intrinsic and extrinsic motivators. Student players craft molecules by choosing and placing atoms into a crafting table, then bonding them together. To help players build molecules, players can reference a journal that includes images, diagrams, and factual information on the molecules included in the game.<br>Master of Fine Arts

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Beale, Matthew Carson. "Playing the Writing Game: Gaming the Writing Play." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32006.

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My studies consider the application of digital game theory to the instruction of writing in the first year composition classroom. I frame my argument through dialectic of representation and simulation and the cultural shift now in progress from the latter to the former. I first address the history of multimodal composition in the writing classroom, specifically noting the movement from analysis to design. In the third chapter, I examine several primary tenants of video game theory in relation to traditional academic writing, such as the concept of authorship and the importance of a rule system. My final chapter combines the multimodal and digital game theory to create what I term â digital game composition pedagogy.â The last chapter offers new ways to discuss writing and composing through the theories of video games, and shows how video games extend the theories associated with writing to discussions that coincide with an interest that many of our students have outside of the classroom.<br>Master of Arts

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Boren, Joshua K. "Playing God: An Analysis of Video Game Religion." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1424.

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Video games offer a liberating, virtual-community building and meaning-making out-of-body experience for those that wholeheartedly engage in them. The lore and backstory of some of the most popular games (League of Legends, Kingdom Hearts, and World of Warcraft) are heavily influenced by all types of religion. In addition, and contrary to popular perception, a growing number of video games offer a global medium for instilling positive morals in society. As a result, video games become a religious placeholder or pseudo-religion for many of the most devoted gamers, because they offer many of the same experiences that religions do. This can be a potential explanation as to why organized religion is on the downswing in America.

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Tran, Chris Wang Zuoming. "What's real anymore a comparison of World of Warcraft, secondlife and online experiences /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10976.

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Calvillo, Gamez E. H. "On the core elements of the experience of playing video games." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18510/.

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This dissertation presents a multi-method approach to study the user experience of playing video games. The motivation is to devise an objective assessment of the concept of user experience. It is proposed that user experience is better understood when it is studied as a two fold phenomenon formed by a process and an outcome. This definition allows the combination of the subjective nature of experience together with the objectivity needed to propose an objective assessment of experience. An experience is personal in the achieved outcome, during the process of forming it there are elements specific to the type of experience common to all individuals. The thesis presents a series of studies to explore and understand the gaming experience as well as to identify the procedural elements of the experience. The outcome of the studies was the formulation of the theoretical framework that we called Core Elements of the Gaming Experience (CEGE), which focuses on the process of the experience. The metaphor of ”puppetry” is used to provide a link to the outcome of the experience. Based on the theorical framework, a questionnaire and model were developed. The model was validated using Structural Equation Modelling, which provided an adequate fit suggesting that the CEGE model is an accurate abstraction of the process of the gaming experience. Lastly, the framework was used to study different gaming experiences under different conditions. The results suggest that the CEGE theoretical framework can be used to assess this type of experience. The contributions of this dissertation are: the methodological approach used to study the user experience of playing video games, a novel approach to understand user experience as a falsifiable concept, a theoretical framework and metaphor to describe the gaming experience, a model that describes the gaming experience, and an instrument that can be used to assess and explore different gaming experiences.

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Chan, Pauline B. "Narrative participation within game environments: role-playing in massively multiplayer online games." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37126.

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Massively multiplayer online games (MMOGs) present fantastic, persistent worlds and narratives for a community of players to experience through pre-defined rules, roles, and environments. To be able to offer the opportunity for every player to try the same experiences, many game developers have opted to create elaborate virtual theme parks: scripted experiences within static worlds that cannot be affected or changed through player actions. Within these games, some players have turned to role-playing to establish meaningful connections to these worlds by expanding upon and subverting the game's expectations to assume a limited sense of agency within the world. The interaction between role-players and the locations they occupy within these worlds is a notable marker of this narrative layering; specific locations inform social codes of conduct, designed by developers, and then repurposed by players for their characters and stories. Through a qualitative case study in World of Warcraft on public role-playing events, this thesis considers how the design of in-game locations inform their use for role-playing, and how locations are altered through storytelling as a result.

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Books on the topic "Playing video games"

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Playing with videogames. Routledge, 2008.

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Waggoner, Zach. My avatar, my self identity in video role-playing games: Identity in video role-playing games. McFarland, 2009.

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Playing along: Digital games, YouTube, and virtual performance. Oxford University Press, 2012.

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Wilkinson, Colin. Gaming: Playing safe and playing smart. Rosen Central, 2012.

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Halos and Avatars: Playing video games with God. Westminster John Knox Press, 2010.

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Gunter, Barrie. Does Playing Video Games Make Players More Violent? Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57985-0.

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Nintendo Role-Playing Games. Millbrook Press, 1991.

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Sumerak, Marc. Playing hero. Spotlight, 2011.

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My avatar, my self: Identity in video role-playing games. McFarland, 2009.

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Playing Video Games. Av2, 2019.

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Book chapters on the topic "Playing video games"

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Walkerdine, Valerie. "Playing the Game." In Children, Gender, Video Games. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230235373_9.

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Pöhlmann, Sascha. "Introduction: Video Games and American Studies." In Playing the Field, edited by Sascha Pöhlmann. De Gruyter, 2019. http://dx.doi.org/10.1515/9783110659405-001.

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Mukherjee, Souvik. "Reading Games and Playing Books: Game, Play and Storytelling." In Video Games and Storytelling. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137525055_4.

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Wolf, Mark J. P. "Video Games and the American Cultural Context." In Playing the Field, edited by Sascha Pöhlmann. De Gruyter, 2019. http://dx.doi.org/10.1515/9783110659405-002.

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Walkerdine, Valerie. "‘Remember Not to Die’: Girls Playing Video Games." In Children, Gender, Video Games. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230235373_4.

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Mukherjee, Souvik. "Playing in the Zone of Becoming I: Agency and Becoming in Video Games." In Video Games and Storytelling. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137525055_7.

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Grasso, Julianne. "Music in the Time of Video Games." In Music in the Role-Playing Game. Routledge, 2019. http://dx.doi.org/10.4324/9781351253208-7.

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Mukherjee, Souvik. "Playing in the Zone of Becoming II: ‘Becoming’ as Identity-Formation in Video Games." In Video Games and Storytelling. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137525055_8.

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Feng, Jing, and Ian Spence. "Playing Action Video Games Boosts Visual Attention." In Video Game Influences on Aggression, Cognition, and Attention. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95495-0_8.

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Wong, Jason K. "Endovascular Management of Hemorrhage: Playing Video Games." In Treatment of Ongoing Hemorrhage. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63495-1_3.

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Conference papers on the topic "Playing video games"

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Moshirnia, Andrew. "The Educational Potential of Modified Video Games." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3130.

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As the popularity of video game playing has increased, educators have sought to co-opt video games as an instructional tool. However, educational games have made little impact in either the commercial market place or the average game player’s home library. The modification, or modding, of video games using in-game editors may be used by instructors to introduce educational content to professionally designed video games. This paper examines the effectiveness of a modified video game, Civilization IV, in improving the comprehension and retention of historical knowledge of 10th, 11th, and 12th grade students. Students exposed to the modified video game significantly improved their immediate recall of knowledge level history items. Students expressed interest in future educational game playing and felt that they had a better understanding of application level history items. While these results are encouraging, the small sample size of this experiment prevents generalization and necessitates further study.

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Balla, Martin, Simon M. Lucas, and Diego Perez-Liebana. "Evaluating Generalisation in General Video Game Playing." In 2020 IEEE Conference on Games (CoG). IEEE, 2020. http://dx.doi.org/10.1109/cog47356.2020.9231530.

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Samothrakis, Spyridon, Diego Perez-Liebana, Simon M. Lucas, and Maria Fasli. "Neuroevolution for General Video Game Playing." In 2015 IEEE Conference on Computational Intelligence and Games (CIG). IEEE, 2015. http://dx.doi.org/10.1109/cig.2015.7317943.

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Mendes, Andre, Julian Togelius, and Andy Nealen. "Hyper-heuristic general video game playing." In 2016 IEEE Conference on Computational Intelligence and Games (CIG). IEEE, 2016. http://dx.doi.org/10.1109/cig.2016.7860398.

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Holthe, Ole-Ivar, Ola Mogstad, and Leif Arne Ronningen. "Geelix LiveGames: Remote Playing of Video Games." In 2009 6th IEEE Consumer Communications and Networking Conference (CCNC). IEEE, 2009. http://dx.doi.org/10.1109/ccnc.2009.4784713.

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Perez-Liebana, Diego, Muhammad Sajid Alam, and Raluca D. Gaina. "Rolling Horizon NEAT for General Video Game Playing." In 2020 IEEE Conference on Games (CoG). IEEE, 2020. http://dx.doi.org/10.1109/cog47356.2020.9231606.

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Anderson, Damien, Philip Rodgers, John Levine, Cristina Guerrero-Romero, and Diego Perez-Liebana. "Ensemble Decision Systems for General Video Game Playing." In 2019 IEEE Conference on Games (CoG). IEEE, 2019. http://dx.doi.org/10.1109/cig.2019.8848089.

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Bezerra, Daniel Filgueira, Filipe Calegario, Giordano Cabral, and Geber Ramalho. "MySoundtrack: a tool for personalized and adaptive music listening while playing games." In Anais Estendidos do Simpósio Brasileiro de Games e Entretenimento Digital. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/sbgames_estendido.2021.19663.

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Adaptive soundtrack design for video games is an ever-evolving field of study: games that modify its music depending on what is happening around and with the player. Meanwhile, independent game developers struggle with composition of soundtracks, and adaptive soundtrack tools are not accessible to them, mostly because of their complexity. This forces most of them to collage soundtracks with permissive licenses they find online. Besides, there is a growing habit of players to mute the game's original soundtrack to listen to their own songs. This paper introduces MySoundtrack, an asset for Unity that allows the player to keep playing while listening to Spotify songs, chosen according both to the player musical preferences and to the intended emotions on each moment in the game. We review existing approaches on adaptive soundtracks, explain how MySoundtrack's prototype works and its design choices, and discuss future plans for the tool. Validation so far indicates interest and curiosity by game developers and players, indicating the relevance of the proposed plug-in.

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Frydenberg, Frederik, Kasper R. Andersen, Sebastian Risi, and Julian Togelius. "Investigating MCTS modifications in general video game playing." In 2015 IEEE Conference on Computational Intelligence and Games (CIG). IEEE, 2015. http://dx.doi.org/10.1109/cig.2015.7317937.

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Li, Peiyi, Peilin Li, John Morris, and Yu Sun. "A Context-Aware and Immersive Puzzle Game using Machine Learning and Big Data Analysis." In 5th International Conference on Computer Science and Information Technology (COMIT 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111717.

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Abstract:

Recent years, video games have become one of the main forms of entertainment for people of all ages, in which millions of members publicly show their screenshots while playing games or share their experience of playing games [4]. Puzzle game is a popular game genre among various video games, it challenges players to find the correct solution by providing them with different logic/conceptual problems. However, designing a good puzzle game is not an easy task [5]. This paper designs a puzzle game for players of all age ranges with proper difficulty level, various puzzle mechanics and attractive background setting stories. We applied our games to different players to test play and conducted a qualitative evaluation of the approach. The results show that the pace of puzzle games affects play experience a lot and the difficulty level of the puzzles affects players' feelings to the game.

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